Learning [Nature & Theory]-Thorndike & Skinner.pptx

Theories of Learning

1. Presented by Dr. Subhajit Kumar Ghosh Assistant Professor Department of Education Ramsaday College (NAAC Accredited ‘B+’) Amta , Howrah

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3. focuses on how information is received, organized, stored and retrieved by the mind. believes that the human mind functions like an information processor or computer. e.g. Vygotsky , Atkinson, Bruner, Chomsky, Ausubel , Bandura , Neisser (Father of cognitive psychology) Association between stimuli and response lead to a new behaviour or change in a behaviour . Focused on observable & measurable e.g. Pavlov, Skinner, Watson, Thorndike Learner constructs of his own vision of the world, based on his individual experiences and knowledge. e.g. Piaget (Father), Vygotsky , Dewey, Kant

4. Salient point will be discussed: Definition of Learning Characteristic of Learning Nature of Learning Theories of Learning

5. Encyclopaedia: Learning refers to the growth of interests, knowledge and skills and to transfer of these to new situations. Crow and Crow, Learning as a sequence of mental events or conditions leading to changes in the learner. Gates defines learning as “Learning is the modification of behaviour through experience and training.” Gooch: Learning, as we measure it, is more or less a permanent change in behaviour which occurs under the motivational conditions of practice. E.A. Peal: Learning is a change in the individual following upon changes in the environment. Gardener Murphy: Learning covers every modification in behavior to meet environmental requirements. Smith: Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as the result of experience. Behaviorism: Learning is relatively permanent change in behavior because of experience.

6. 1) Contiguity: Contiguity is necessary in all forms of learning. Classical conditioning involves contiguity of the conditioned and the unconditioned stimuli. Skill learning involves contiguity in the occurrence of the various links in the motor chain. Concept learning involves contiguity in the presentation of examples and non-examples. 2) Practice: Practice is the repetition of a response in the presence of the stimulus. We usually must practice or repeat S-R associations to retain those relatively long periods. Cognition and meaningful learning has made practice or repetition an unpopular learning condition. Practically, practice is of diminishing importance as a condition as we more from simple to complex types of learning. 3) Reinforcement: Reinforcement is a major condition for learning. In a given situation the organism will tend to repeat responses for which it is reinforced and to discontinue responses for which it is not reinforced. We can distinguish a reinforce from other stimuli because it has this particular effect on behaviour. 4) Generalization: Generalization is closely associated with the contiguity, practice and reinforcement and all these are basics to learning. Many learning and educational psychologists prefer to describe even complex learning in terms of stimulus generalization and response generalization. It does appear that we can better understand al learning by understanding the generalization process. 5) Discrimination: In discrimination behaviour the individual makes different responses to two or more stimuli. As we become more discriminating, the environment exercises more control over our behaviour. Both the generalization and discrimination are the essential conditions of earning.

7. 1. Watson’s Theory of Behaviourism Old School, First force. Ivan Pavlov: Theory of Classical Conditioning, 1890, Noble Prize on 1904 Book Written on 1924 named ‘ Behaviourism ’ using Pavlov’s conclusion Only behaviours which could observed by the human eye were valid in scientific study of psychology Salient features: a. Learning is change in Behaviour (Car driving) b. Animal and Human: Learning ways are similar c. Learning can be occur forcefully d. Humans are empty brain/ vessel/ blank page John Lock (1632-1704), Philosopher also supported behaviorist school. Concept given ‘Tabula Rasa’ means empty vessel “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” John B. Watson (1878–1958) American Psychologist Father of Behaviourism Hopkins University ‘Little Albert Experiment’ https://www.youtube.com/watch?v=V09FuazW8bc E.L. Thorndike (1874 1959), Father of Education Psychology carry forwarded Watson’s work B.F. Skinner (1904-1990) forwarded Thorndike’s work

8. 2. Thorndike’s Laws of Learning https://www.youtube.com/watch?v=hhNxeYYyCSQ Trial and Error Theory Connectionism [S-R connection] Primary Laws: Physically Cognitive Socially Emotionally/ Motivation Use Disuse Reward/ Reinforcement Punishment First used by Thorndike in the field of Education

9. When a stimulus is presented, other responses that have been associated with that stimulus in the past are also likely to occur  When a new response is learned to a stimulus, the old response is not forgotten, but is less likely to be made  Relating new knowledge to existing knowledge helps with understanding  Learning that takes place first is best retained  Recent learning is best remembered  A positive attitude makes learning easier 

10. 2. Skinner’s Operant Conditioning Theory Instrumental Conditioning Presentation Removal Punishment

11. Continuous (For Starting) Partial (Good for Long time) 1 A 2 B 3 B 4 C 5 A 6 D 7 C 8 C 9 E 10 C 1. 2.

12. Classroom Application of Skinner Theory ( Behaviour Modification) Shaping (Successive Approximation) Token Economy For every homework 10 5 Habit Formation Premack Principle (David Premack) Identify the best Reinforcer Programme Instruction Step by step

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